Associations Between 11 Forms of Discipline and Child Outcomes Across 60 Countries

Objective

To test associations between 11 parental discipline behaviors and child aggression, distraction, and prosocial peer relations across low- and middle-income countries (LMICs).

Study Design

Data came from the fourth (2009-2013) and fifth (2012-2017) rounds of the UNICEF Multiple Indicator Cluster Surveys (MICS). Survey responses publicly available as of July 2020 were included. Data were restricted to household respondents with focal children under 5 years. The final analytic sample included 163,345 respondents across 60 LMICs. Data were analyzed using Bayesian multilevel logistic regression.

Figure 1: Locations of MICS Countries

Results

Main Effects

Verbal reasoning (80%) and shouting (66%) were the most common parental discipline behaviors toward young children. Psychological and physical aggression were associated with higher child aggression and distraction. Verbal reasoning was associated with lower aggression (OR = 0.92, 95% CI [0.86, 0.99]) and higher prosocial peer relations (OR = 1.30, 95% CI [1.20, 1.42]).

Taking away privileges was associated with higher distraction (OR = 1.09, 95% CI [1.03, 1.15] and lower prosocial peer relations (OR = 0.92, 95% CI [0.87, 0.98]). Giving the child something else to do was associated with higher distraction (OR = 1.06, 95% CI [1.01, 1.12].

Random Slopes

Random slopes suggested statistically credible cultural variation in the associations between parenting behaviors and child socio-emotional outcomes.

Data Visualization

Figure 2: Association of Discipline with Child Outcomes

Conclusions

Psychological and physical aggression were disadvantageous for children’s socio-emotional development across countries.

Only verbal reasoning was associated with positive child socio-emotional development.

Greater emphasis should be dedicated to reducing parental use of psychological and physical aggression across cultural contexts.